Florida Bright Futures Requirements SAT, ACT, GPA, and More

Florida Bright Futures Requirements SAT, ACT, GPA, and More SAT / ACT Prep Online Guides and Tips The Florida Bright Futures Scholarship programs are awesome education funding options for Florida state residents- if you can get through the application process, that is. The scholarships offered are particularly nitpicky and tedious about their eligibility requirements: the official handbook outlining these criteria is its own 14-page book chapter. Not to worry! I’ve outlined all the eligibility criteria for Florida Bright Futures Scholarships (general and specific, for each scholarship, with every single exception or special circumstance) in a way that’s a bit easier to get through. I’ve also included information about when to expect notification about your eligibility. Once you’re considered eligible, you’re one (big) step closer to winning a Bright Futures Scholarship. After you’ve processed all this information, I’ll get to the good stuff- how to increase your chances of winning your own Bright Futures award. What Are the Bright Futures Scholarships? Before we dive into eligibility for Bright Futures Scholarships, let's first briefly go over what the scholarships themselves offer. There are three different scholarship programs, all with different eligibility requirements and award amounts. Florida Academic Scholars (FAS) - This is the most competitive Bright Futures scholarship and the most generous one. It's geared towards â€Å"A students." FAS winners canreceive funding for the entire duration of their course of study. Florida Merit Scholars (FMS) - This scholarship is less competitive than the FAS, but it still has relatively high minimum test score and GPA requirements. It's geared towards "B students." FMS winners canreceive funding for the entire duration of their course of study. Gold Seal Vocational Scholars (GSV) - This scholarship helps students pursuepost-high school vocational and certificate degrees. It's the least competitive award and provides the least amount of funding. GSV winners can receive scholarship funding for up to 72 credit hours of a technical degree program or career certificate program or up to 60 credit hours of an applied technology degree program. General Bright Futures Requirements There are a few different Bright Futures awards, but these blanket requirements apply to all of them (unless otherwise mentioned later on in the post). In order to qualify for one of these awards, you must: Be a Florida state resident and US citizen or eligible noncitizen (noncitizen eligibility is determined by your college) Complete the Florida Financial Aid Application (FFAA) by 8/31 the year of your high school graduation Earn a standard Florida high school diploma or its equivalent from a Florida public high school or a registered Florida Department of Education private school Not have been convicted of (or pleaded no contest to) a felony charge Be accepted by and enroll in a degree or certificate program at an eligibleFlorida public or independent postsecondary institution Be enrolled for at least six (non-remedial) credit hours per term If you meet all of the above requirements, you're on the right track to getting your own Florida Bright Futures awards. Specific Scholarship Requirements The different Bright Futures scholarship awards have slightly different academic eligibility requirements. Use this info to determine which scholarship award might be the best match for you. Florida Academic Scholars (FAS) and Florida Medallion Scholars (FMS) Requirements There are certain minimum requirements for high school coursework, GPA, ACT/SAT scores, and service hours that must be met to qualify for either of these programs. You'll have to meet the requirements in all of these domains in order to be eligible for an award. If you've won another academic award, you may have an easier time qualifying for an FAS or FMS award- I'll talk about why and how after discussing allacademic requirements. Coursework We'll start off with the easiest of the eligibility criteria- I've laid out here all the high school classes you need to have taken in order to qualify for an award. The good news is that most high schools require students to take these classes anyways, so barring any special circumstances, you should meet these requirements. This chart outlines coursework requirements for both the FAS and FMS scholarships: High School Course Credits Required Comments English 4 Three must include substantial writing Mathematics 4 Must be at or above Algebra I level Natural Science 3 Two must have substantial lab work Social Science 3 World Language* 2 Must be sequential, and in the same language * A note about the World Language requirements: if you haven't taken the necessary courses, youcan meet this requirement by demonstrating proficiency on credit-by-exam equivalencies or other â€Å"university-approved† means. What this means is if you can test out of your language in college, you’ll probably also meet this language requirement even if you didn’t take two sequential language courses in high school. GPA, ACT/SAT, and Service Hours You'll need to demonstrate a degree of academic and community service excellence in order to qualify for either the FAS or FMS programs. You'll notice, though, that the FMS program is a bit less competitive in its minimum requirements. I've laid all of these eligibility criteria out in one chart so you can easily compare requirements for both programs: SCHOLARSHIP WEIGHTED GPA MINIMUM ACT MINIMUM SAT MINIMUM SERVICE HOURS FAS 3.50 29 1290 100 hours FMS 3.00 26 70 75 hours FMS- Homeschooled students without official transcripts 3.00 27 1220 75 hours A few important notes: You'll only need to submit scores from one standardized test- you don't need to meet score requirements for both the SAT and the ACT The SAT/ACT minimums do not include the writing section. All service hours must be completed by your high school graduation in order to count for the award. Future Changes to SAT Requirements The SAT requirements listed above are only valid for students graduating high school through 2020.Florida legislature recently passed a billthat will raise the SAT minimums for students graduating in 2021 and beyond. It's estimated that the SAT minimum forFAS will be raised from 1290 to 1330 andFMS from 70 to 1200. (The homeschooled FMS SAT requirement will likely be raised as well, but the exact amount hasn't been determined yet.) Here are some alternative options for those who like to venture off the beaten path. Other Ways to Qualify for the FAS or FMS Programs If you’ve received academic recognition through some other program, you may be eligible for the Florida Bright Futures Scholarship programs even if you don’t meet a few requirements. This chart outlines the eligibility requirements for scholars who have been recognized by any of the programs listed below. If a box is blank, that means thatyou would be exempt from that particular requirement. Program Florida Scholarship ACT/SAT Score Minimums Service Hours Minimums National Merit/National Achievement Finalists and Scholars FAS 100 hours NM/NA Finalists Scholars FMS 75 hours National Hispanic Scholars FAS 100 hours National Hispanic Scholars FMS 75 hours AICE Diploma FAS 100 hours AICE Diploma FMS 75 hours IB Diploma FAS AICE Curriculum FAS 29 or 1290 100 hours AICE Curriculum FMS 26 or 70 75 hours IB Curriculum FAS 29 or 1290 IB Curriculum FMS 26 or 70 If you have an IB diploma, you're in luck- that diploma is the only way to qualify for the FAS program without an ACT/SAT minimum or service hour minimum. Gold Seal Vocational Scholars (GSV) Requirements The GSV program is a bit less competitive in terms of its academic eligibility requirements than the FAS or FMS programs. Although this makes it a great fit for some students, keep in mind that the GSV award can only be used to fund a career education or certificate program- no four year college degrees. In order to qualify for the GSV program, you must meet all of the following criteria: Must graduate from high school with a standard diploma Must have a minimum unweighted 3.0 GPA in non-elective high school courses Must complete 30 service hours by high school graduation Must take at least three full credits in a single career and technical education program Must achieve a minimum 3.5 unweighted GPA in your career education classes There are also some minimum test score requirements for GSV applicants; if you’ve taken both the SAT and the ACT, you unfortunately can’t mix and match section subscores between the two tests to meet minimums; you can, however, superscore across multiple test dates for the same test (e.g., if you take the SAT twice). All minimums must be met for either the SAT or ACT (but ultimately, you only have to take either the SAT or the ACT!) This chart outlines GSV test score minimums: Exam Subsection Score Minimum ACT English 17 Reading 19 Math 19 SAT Critical Reading 440 Math 440 P.E.R.T Reading 106 Writing 103 Math 4 Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Special Circumstances: What If You Don't Think You Qualify? Feeling left out of all the scholarship fun? You could still be eligible! As you can see, the eligibility requirements for the Florida Bright Futures awards are quite specific. Perhaps fortunately for you, there are just as many exceptions to these rules as there are actual rules. If you were homeschooled, have a GED, or live out of state, you still might qualify for the award even given the stringent criteria described above. Homeschooled Students If you were homeschooled and don't have a Florida state standard diploma, you still may qualify for a Bright Futures award if: You meet all of the general requirements described at the beginning of this post You were registered in the district where you live for grades -12 GED Students In order to qualify for a Bright Futures award as a GED student, you mustmeet the coursework requirements and GPA requirements outlined at the beginning of this post before taking the GED exam.The processof applying or qualifying for an award won't be much different than that of a student with a standard high school diploma. Just keep in mind thatyour eligibility for a scholarship will be determined in the academic year in which your GED is earned. Out-of-State Students Usually, only Florida residents can qualify for the Florida Bright Futures scholarships (not a huge surprise there).If you earned a high school diploma from a non-Florida school while living with a parent or guardian who was on military or public service assignment outside of Florida, you may still be eligible.Keep in mind, though, that this parent must be a Florida resident. When Do You Learn Whether You're Deemed Eligible for a Bright Futures Scholarship? These eligibility qualifications above are tedious, to say the least. There are a couple of different official steps in place to determining program eligibility- these are implemented in order to make sure you’re checking off all the right boxes. Early Evaluations One option that the Bright Futures scholarship program offers is an early eligibility evaluation. If you submit transcripts and test scores to the Florida Department of Education early in your 7th semester of high school (think late winter your senior year), you’ll receive an â€Å"eligibility or ineligibility determination.† These eligibility decisions should be posted starting in March. Although an ineligible determination is not ideal, it may save you a good chunk of time- you won’t have to submit a whole application for a scholarship program that you won’t be considered for. Final Evaluations Once your final transcripts are submitted after your graduate high school, you’ll get an eligibility determination posted to your online account. The scholarship program will begin posting these determinations in July. How Do You Optimize Your Eligibility Chances? Ready to get started? Now that you know all about the Florida Bright Futures eligibility rules, you can start working on maximizing your chances of winning a scholarship.Many of the important eligibility requirements are long-term considerations, in the sense that you’ll have to plan out and work for the requirements starting your freshman year of high school. Here, I'll go through all the award criteria, giving tips and strategies to meet minimum coursework, GPA, test score, and service hour minimums. Coursework Like I mentioned earlier, most high schools require students to take the courses necessary to qualify for the Bright Futures awards. If you’re worried you won’t meet the course requirements criteria, schedule a meeting with your guidance counselor ASAP to see if you can work in extra course credits before graduation. GPA GPA requirements are easier to meet when they’ve been maintained over several years. If you’re just missing the GPA cutoff requirements, you should consider: Whether your GPA is weighted or unweighted.A weighted GPA will be higher than an unweighted one if you’ve taken any advanced or honors classes. Seeing your teachers after class or after school for extra help in your weaker subject areas. Asking your teachers if there are any extra credit projects or assignments you can complete in order to bring up your grades. The GPA requirement is lower for the FMS than the FAS scholarship- if you don’t meet the criteria forthe FAS, you may meet them for the FMS. ACT/SAT Test scores might be a sticking point for many students.The ACT/SAT minimums for both the FMS and FAS scholarship are pretty high- for example, the ACT scores required are at the 93rd and 87th percentiles. Here's what you can do to increase your chances of meeting those minimum scores: Start preparing for and taking the tests early on in high school. There’s no maximum number of times you can take the test in order to qualify for the scholarship. If you’re worried about achieving these test scores, plan on starting your sophomore year if possible. Decide whether you’re better off taking the SAT or ACT. Focus on one test instead of trying to do well on both. Don't have a lot of time to bring up your scores? Check out our ACT and SAT fast prep guides. Service Hours It would not be fun to try to fit in 75-100 service hours in the few months before high school graduation (remember that your service hours all have to be completed before you get your diploma). If you start volunteering as a freshman, you’ll only have to volunteer for an hour every 2-3 weeks in order to meet these minimums; if you start as a senior, however, you’ll have to volunteer 1.5-2 hours every week. So how do you stay on track? Find something that you're passionate about. Are there any interests that you want to explore, especially any related to future career paths? You could gain service hours and professional experience at the same time. Ask friends or family members if there are any service activities that they would recommend. Maybe you could volunteer together! Volunteer at the same time, on the same day, every week. Having a set schedule will help you keep your commitment. Don’t be afraid to switch it up. You have 75-100 required community service hours, but they don’t all have to be at the same place. If you’re losing interest, or if something just isn’t a good fit, it’s okay to try something else. Don’t just switch it up for the sake of switching, though- appearing flaky could hurt potential professional development and even your college applications. Volunteer with an established, legitimate agency. You want an organization that’s reliable enough to provide good documentation of your service hours when asked. Keep your own records of service hours as a backup. What's Next? Need more information on Bright Futures scholarships?Our guide to Bright Futures Scholarship programs answers all the questions you're wondering about. Ready to get started on your Bright Futures application?Follow our step-by-step guide on Bright Futures applications for all the information you need to create a top-notch application. Interested in more community service ideas? Check out our guide to 129 great community service projects. You may alsobe interested in other community service-based scholarships. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cyber Law Research Paper Example | Topics and Well Written Essays - 1750 words

Cyber Law - Research Paper Example 1. Cyberspace, cybercrime and cyber law: Before going any further, we have to know what â€Å"Cybercrime† and â€Å"Cyber law† really is and understand the concept of â€Å"Cyber crime† and â€Å"Cyber law.† â€Å"‘Cybercrime’ †¦ consists of engaging in conduct that is outlawed because it threatens order† (Brenner 10). Thus, cybercrime is something which has similarity to the term crime, as all crimes are illegal and all crimes threaten order. The term ‘cyberspace’ was first coined by William Gibson in 1982 which actually describes a â€Å"mentally constructed virtual environment within which computer activity takes place.† â€Å"Cybercrime† means the crimes that are committed within that space and it refers to the risks online (Wall 10). Thus, the term â€Å"cybercrime† indicates crimes that can be committed in a networked computer. It includes crimes like hacking, pornography, crimes related with online financial transactions, credit card frauds, email hijacking, cyber sabotage, virus attacks, etc. The definition of cyber law as given in the business dictionary states that cyber law is a â€Å"rapidly evolving area of civil and criminal law† which is applicable â€Å"to the use of computers, and activities performed and transactions conducted over internet and other networks.† (â€Å"Cyber law†). It includes laws related with electronic copyright, web image trademarks, software piracy, domain name disputes, electronic stocking, online business information, etc. (â€Å"Definition of cyber law†). 2. Different types of cyber crimes: 2.1 Offences against confidentiality, Integrity and Availability of Computer and System:1 It includes crimes that are against any one of the three principles of confidentiality, integrity and availability. The different crimes that can be included in this category can be offences of illegal access like â€Å"hackingâ₠¬  and â€Å"cracking.† â€Å"Hacking† means unlawful access to a computer. It includes offences like breaking the password of protected websites (Gercke 20-21). The second form of crime in this category includes â€Å"Data Espionage† which means accessing sensitive information without the permission of the host. The two approaches which are used to obtain information can be accessing a computer, and extracting information, and using manipulation to make users disclose their access codes, which is also known as â€Å"phishing† (Gercke 23-25). The other crimes coming within this category are illegal interception, data interference and system interference. 2.2 Content-related offences:2 The aforementioned category includes offences of publishing content which is illegal or obnoxious. It includes erotic or pornographic material excluding child pornography. Many countries criminalize access of pornographic content by minors. Secondly, child pornography is co nsidered as a criminal act and is also punishable (Gercke 32). The other types of offences included in this category are racism, hate speech, glorification of offence, religious offences, illegal gambling and online games, libel and false information, spam and related threats, other types of illegal content like unlawful sale of products, etc. (Gercke 34-40) 2.3 Copyright and Trademark-related

Finance and Business Perfomance Assignment 1 Coursework

Finance and Business Perfomance Assignment 1 - Coursework Example That Sales are growing does not mean this is good because the cost price of goods sold is also increasing faster than Sales. The increase in sales figures may be due to the mark-ups of Louise to the Cost price. Louise is therefore selling a lower volume of goods but at higher prices as confirmed by the - 2% figure above, even though in Year 5, sales grew by 20% after Louise dropped gross margins from 30% to 25%. The gross margin is the ratio of gross profit to Sales and is the mark-up Louise adds to the cost of her products, whilst the net margin is the ratio of net profit to Sales after expenses are deducted from gross profit. Declining (- 4%) gross profits means sales are not increasing as fast as Cost price of goods, whilst the increase (14%) in net profits only means that Louise is controlling her expenses better, as shown by the 17% Average Sales/Expenses figure. Louise can improve the management of her business by spending more on marketing to increase demand and Sales figures. This would result in higher expenses, but it would increase Sales at a faster rate than the Cost price of goods and would result in an increase in net profits. Unless Sales increase, Louise's profits will be squeezed. If the capital of 60,000 in Year 1 is assumed to be the total she invested in the business, which includes initial inventory, improvements on the premises, furnishings and equipment, the van, and working capital to pay for wages and other expenses, the drawings of 64,000 over five years represents her return on that investment which, at a net value of 4,000 over five years does not seem much of a good one (at 1.3% per year). She may be better off depositing her money in the bank for a return of 3% to 5% (Economist, 2007). Of course, Louise may derive fun from running the business or perhaps she invested much less than 60,000 of capital, in which case she may be happy with the 12,800 annual income. An added danger is that assets are growing slower than liabilities (which would include accounts payables or debt to her suppliers), so unless Louise brings down debt, she may go bankrupt. She must manage her cash better to address this. And it seems that Louise is not paying taxes, so she better watch out as the taxman soon cometh 3. By reference to the figures, give a detailed assessment of the impact of the trading and financial performance of "Louise" on the personal financial situation of Louise Walford, over the five year period. [20/200] Louise Walford is not living the high life in Derbyshire we can be sure because her annual income is only 12,800, and unless she drives up sales at the shop to increase her net profits, she risks losing everything if her liabilities continue growing faster than assets. She drew only 8,000 in Year 3, and

Conflict of personal and professional values

Conflict of personal and professional values Conflict of personal and professional values Introduction: It has always been acknowledged that social work practice raises ethical dilemmas on a regular basis. These dilemmas occur due to a conflict of professional and personal values. Social work is involved with the support of people who have a variety of needs, with relationships within the family, with needs ascending from structural influences; such as poverty and conflicts with society. These are individually moral concerns which are integrated into the tradition of society, and are therefore laden with social values. This is where the problem lies, because the views in which are regarded as being acceptable in society, are then accepted by the mass population. They say â€Å"what ought to be the case† (Shardlow, 2003, p.3), consequently initiating the potential for conflict between individuals on bases of belief and conceptualisation. Therefore, social work will always reflect values and will often be disputed because society may not necessarily agree with the aim of social wo rk. The following assignment will look at values at a professional and personal level, while considering the possible conflicts which could arise within practice, why this can happen and what needs to change. The word ‘value’ means the â€Å"Principles or standards of behaviour; one’s judgement of what is important in life† (Oxford Dictionaries, 2014). Every individual has a set of beliefs which influence their actions, some are personal to us, while others are shared beliefs. Our own moral code defines what is of value to us in life and therefore, identifies part of who we are. As a social work student, we are taught to be aware of our own personal values and how they might be different to people of a different culture. Professional values are based on a code of ethics presented by the British Association of Social Workers (BASW). These are split into: human rights, social justice and professional integrity (BASW, 2012). Therefore, social workers are expected to respect all individuals and protect vulnerable people. Likewise, the Northern Ireland Social Care Council (NISCC) issued a code of practice for social care workers to abide by. These highlight standards such as; protecting the rights of service users and carers, maintain trust, promote independence, respect and accountability and responsibility (NISCC, 2002). There are also agency policies, procedures and legislation which governs the way in which a social worker must practice. One dilemma which could prove to be conflicting for a social worker is balancing confidentiality with the duty to protect versus the right to self-determination. A central question with relation to ethics in social work is how a social worker should behave towards a client. What are the boundaries of a client-worker relationship? Let’s say for example, you are a social worker working with a female client, Miss Smyth, within a mental health facility. You have been working with Miss Smyth for three months and she has a son, aged six, who has some behaviour problems. Over the past few months, your relationship with Miss Smyth has strengthened and she now feels she can confide in you and trust you, talking to you about some of her personal problems such as; financial issues and her battle with depression. Working together, you have taught Miss Smyth different ways with which to deal with her son’s behaviour problems and from this, there have been a great deal of improvement s. However, one day during your visit with her, Miss Smyth confides in you about an incident she had with her son, when he was acting out and she pushed him because she was frustrated, but this caused him to bang his head as he fell over; leaving him with a bruise. Miss Smyth pleads with you not to tell anyone, but the problem here is that the law requires you to report what has happened. You understand that Miss Smyth and her son have improved greatly and continue to make progress, however, if you report this incident, then your progress with both Miss Smyth and her son will likely be permanently affected. What do you do? The above case highlights some of the difficulties social workers face: a dilemma of social work values. Values such as respecting the client’s right to self-determination and confidentiality, can be a complex process, since there are particular circumstances where breaching confidentiality is sanctioned by the law and professional values. For example, â€Å"†¦confidentiality may be breached with or without the client’s consent in order to report instances of neglect and abuse† (Saxon et al. 2006). This is a conflict of personal and professional values, referred to as an ethical dilemma. An ethical dilemma is â€Å"..a situation in which professional duties and obligations, rooted in core values, clash† (Reamer, 2006, p.4). ‘Confidentiality’ in terms of social work means â€Å"a system of rules and norms applied to information given by clients to social workers†¦social workers will not divulge this information to others except in ce rtain circumstances† (Hugman and Smith, 1995, p.67). As established, it is clear that the majority of professionals agree that it is acceptable in particular situations to break confidentiality, yet, the principles surrounding the importance of maintaining confidentiality are considered as significant in gaining the clients trust. Jonathan Coe, chief executive of Witness, states â€Å"I don’t think anyone has got the boundaries right in all circumstances. Things will always come up and people need to be able to articulate these challenges and discuss them with supervisors and managers..†(Sale, 2007). He added â€Å"You cannot have an absolute list of do’s and don’ts when it comes to professional boundaries†¦you would end up with a situation where workers become so remote and distant from clients they would be unable to engage with them†¦Ã¢â‚¬  (Sale, 2007). As a result, there is no perfect solution. However, it could be highlighted that the BASW code of ethics fails to provide sufficient guidance for social workers in the day to day conflicts of values and their responsibilities. Additionally, another conflict which could be highlighted is social work valued based practice versus core value, such as; working with sex offenders. A characteristic of social workers is personal resilience, and this is particularly fundamental for those working with sex offenders. This profession requires a practitioner to help empower people, to see an individual’s strengths and build on them. There have been many conflicting debates on the view of sex offenders, especially paedophiles. Naturally, societies view has been that paedophiles are ‘monsters’ while fuelling fear into parents over the safety of their children, with the media hyping up public speculation by releasing stories such as; â€Å"Warning over paedophiles ‘grooming’ primary school children..† (Harris, 2012). Further stories involving respected individuals within the public, shocked society with articles featuring; â€Å"Irish Catholic church child abuse: A cruel and wicked system† (McDonald, 2009). Therefore, strengthening society’s negative view of sex offenders. However, in recent years, there has been an increasingly oppositional view of these offenders. Sarah Goode, published by Damian Thompson, in the Telegraph (2013), states â€Å"Adult sexual attraction to children is part of the continuum of human sexuality; it’s not something we can eliminate†¦if we can talk about this rationally†¦we can maybe avoid the hysteria†. Likewise, a recent television documentary: ‘The Paedophile next door’ (Channel 4, 2014) showed a rise in public debate. The documentary attempts to discover why legislation has failed to protect children from sexual abuse, and investigates drastic and controversial alternatives. Peter Saunders, founder of the National Association of People Abused in Childhood, told Metro â€Å"We have to tackle these sordid issues head on and if someone is seeking help, better we do that before they offend rather than after† (Binns, 2014). Statements like these reinforce the fact that awareness has increased and that there is more evidence in support of assistance for sex offenders to change. Therefore, viewing the offender as a person and not focussing on their offence. As a result, there are ways in which a social worker can control the conflict of values and dominate the mixture of feelings which are triggered by these offences. These include; not labelling, recognising and validating experienced trauma, understanding attachment difficulties and understanding the pathway an individual has undergone to get where they are (Hebb, 2013). This approach can help to encourage the individual to believe that they can lead a purposeful life and achieve goals without posing a threat to others. As a social work student, I know I will find some situations more challenging than others. My personal beliefs have been instilled into me from a young age, therefore, training to be a social worker and having to learn new values which I have to take into account will be difficult. The code of practice clearly states that all â€Å"social workers must protect the rights and promote the interests of service users and carers† (NISCC, 2002), therefore it is important to recognise that the appropriate action is to assess someone’s needs while working at a professional level. Furthermore, social workers operate from a ‘Framework for Theory and Practice’ (Dalrymple and Burke, 2006) that understands the presence of inequality and oppression that exists in society. Therefore, using this framework will help to develop the skills required within practice without causing oppression or inequality. These skills will also help to improve working relationships with multi- agency and multi-disciplinary groups. These can be applied to my practice and will strengthen my ability as a social worker. . Conclusion: As previously stated, social workers regularly make difficult decisions, where there is no ‘right’ or ‘wrong’ answer. This essay supports the argument that social work values, such as, client self-determination and sustaining confidentiality can create an uncertain process, causing confusing between values and process, therefore resulting in the inability to find the ‘correct’ response. A clients concerns are often complex and have many aspects, therefore, it could be suggested that the greater the knowledge and skills that a practitioner is able to develop in ethical decision making, the more effective this would be for a social worker in practice. Additionally, the foundations of good social work practice is knowing your values and principles, how you’ve learned to interact with people, your knowledge and skills learned. I have always considered myself to be an empathetic person, who listens well, does not judge others and is sensitive to the feelings of others. But, I am aware that there are still some areas I need to strengthen. For example; the ability to work with a person that has abused a child, I have always focused on the areas I would like to work and never considered being placed with a person or group of people I might struggle to accept or work with. This will be a conflict of my personal and professional values, however, through consistent training and development, I will be able to further develop in the profession of social work based on a commitment in practice to key values and principles. Word count: 1806 Reference Section BASW (2012) The Code of Ethics for Social Work: Statement of Principles. [pdf] BASW. Available at cdn.basw.co.uk/upload/basw_112315-7.pdf [Accessed 13 November 2014] Binns, D., (2014) Paedophile to out himself in channel 4 documentary. Metro. [online] Available at metro.co.uk [Accessed 28 November 2014] Dalrymple, J., and Burke, B., (2006) Anti-Oppressive Practice: Social Care and the Law. McGraw-Hill Companies, Inc. Harris, S., (2012) Warning over paedophiles ‘grooming’ primary school children on Club Penguin and Moshi Monsters website. Daily Mail Online [online] Available at www.dailymail.co.uk [Accessed 21 November 2014] Hebb, J., (2013) ‘Social work values are essential in my work with high risk offenders’. Community Care. [online] Available at www.communitycare.co.uk [Accessed 30 November 2014] Hugman, R. and Smith, D. (1995) Ethical Issues in Social Work. United Kingdom: Taylor Francis, Inc. McDonald, H., (2009) Irish Catholic Church child abuse: ‘A cruel and wicked system’. The Guardian [online] Available at www.theguardian.com [Accessed 22 November 2014] NISCC (2002) Codes of Practice for Social Care Workers and Employers of Social Care Workers. [pdf] NISCC. Available at www.niscc.info/files/Codes/2002Sep_NISCCCodesOfPracticeWordVersionEnglish_Publication_Approved_AFMCK.pdf [Accessed 15 November 2014] Oxford Dictionaries: Language Matters (2014) Oxford Press. [online] Available from www.oxforddictionaries.com [Accessed 13 November 2014] Reamer, G. F., (2006) Social Work Values and Ethics. New York: Columbia University Press. Sale, A. U., (2007) How to maintain proper relations between practitioner and service user. Community Care. [online] Available at www.communitycare.co.uk [Accessed 30 November 2014] Saxon, C., Jacinto, A. G., and Dziegielewski, F, S., (2006) ‘Self-Determination and Confidentiality: The Ambiguous Nature of Decision-Making in Social Work Practice’. Journal of Human Behaviour in the Social Environment, 13 (4) p. 56. Shardlow, S., (2003) The Values of Change in Social Work. Routledge. The Paedophile Next Door (2014) [TV programme] Channel 4, 25 November 2014 21:00 Thompson, D., (2013) Guardian: Paedophiles are ‘ordinary members of society’ who need moral support. The Telegraph [online] Available at http://blogs.telegraph.co.uk/news/damianthompson/100196502/guardian-paedophiles-are-ordinary-members-of-society-who-need-moral-support/ [Accessed 23 November 2014] 1

Admire: God and Long Black Hair Essay

Everyone has his own idol. They can be a singer, film-star or superrich person for example. But to me, my mother is the person I love and admire the most. My mother still looks quite young although she is forty now. She possesses a little fat figure, round face, and a long black hair which is naturally straight to her shoulder. However, those are not the impressive things that draw people’s attention, but her figure and her eyes. She looks rather small and thin. To look at her, you will never think that she has been a mother of three children although she doesn’t dress gaudily or fashionably. My mother has very deep sad eyes which are watery. That reminds me of a lake on a stormy day. See more: The stages of consumer buying decision process essay I love her for her sacrifices to the family. She loves us very much. She never gets angry with her children. She teaches us how to become a good person and how to distinguish good and bad things. Besides she is also a good cook. So I never missed a family meal. She works very hard from the early morning till late at night. I never think that any woman could manage to do such an enormous amount of work like that. I am indeed very indeed proud of my mother. To me, she is not a good wife but a good mother as well. By looking at her small figure and the way she works hard, it is easily that she is trying her best to bring all the good things to her children, the only source of joy left in her life. Thanks God for having given her to us, the most priceless gift I have ever had.

Color of Water Rhetorical

Racism was a great dilemma for African Americans in the past. James McBride, who was the writer The Color of Water, is a great example on the hardships of racism. McBride tells us of how he and his mother were faced with struggles and still prospered though because It does not matter if he is considered Jewish or Christian; It does not matter if he is considered black or white, all that matters is that you must advance. James begins his life with confusion, not knowing which side to settle with and at the end of the story he is calm and has accepted his identity. He begins with memories about his father's death, about the lack of space in their house, about the hobbies his mother took up after his father's death and about how he was embarrassed by his Jewish mother. On one side he is profoundly in touch with his black side and on the other he despises it. For example, he is teased by the white, and is sent to a Jewish school. He switches between the two sides frequently. When his father dies, he pushes his family away and lives with his step sister and sees the real black life through encounters with the Chicken Man and others. On the other hand, he also traces out his white Jewish roots through his mother. He understands his mother's struggles and identifies with them. He begin to realize that she controlled her life, not her religion or her race and as he reaches this realization through his struggles as a black son of a white mother, as a Christian son of a Jewish mother, he understands that it doesn’t matter. He is what he makes of himself: the color of water. His best friend is a Jew and he becomes the best man at his wedding and McBride's mother attends his wedding and fully participates in it. These events marks the climax of all the struggles, religious and ethnicity, of the McBride family; the son's life rising from confusion and ambivalence. James asks his mother whether God is black or white, when he is a boy living in a black community with a mother who is white, and is doing so because he is confised about his personal race and who he is. Adding to the confusion, his mother responds that she is â€Å"light-skinned†. When his mother explains that God doesn't have a color, and that God is â€Å"the color of water†, he begins to grasp the concept of god being within us. Racism, in this time, affected many African American childrens goal in life. During my residency in Florida, I had a African American freidn who I was not allowed to speak to due to racial discrimination. Some individuals fear them or are provoked by the color, which to me is in-humane. When will we see equality among different races? Racism can be defined as a discrimination or prejudice, based on race and a belief that a particular race is superior to others. According to Christian beliefs, all humans have two ancestors, Adam and Eve. All humans are brothers and sisters but the unique in their own separate ways. Combine this with ignorance and it gives rise to racism. Racism has been around for a long time, and its effects are still being seen. James McBride and his mother stuggle during segregation in 1940-1970's. To this day racisms still exist. It may not be as worse as in the olden days, but it is still affecting individuals around the world. McBride reveals to us of how his life, during racism, was a complete struggle but still is able to prosper.

The Harlem Renaissance Movement By Zora Neale Hurston,...

Known as one the most impactful movements on African American arts, the Harlem Renaissance Movement represented a period of artistic and intellectual change that initiated a new identity on black culture. Often called the â€Å"New Negro† Era, the Harlem Renaissance opened doors for African American to express themselves in the form of visual arts, musical elements, and even performing arts during the 1920s. Due to this movement, Harlem became the city that â€Å"gave African Americans a physical cultural center.† [1] Renowned black artists such as Zora Neale Hurston, Langston Hughes, and Ralph Waldo Ellison were primary figures that became well-known for their many artistic and creative pieces during this popular time. Created by a class of English teachers in April of 2003, a Wikipedia page was made in dedication of the Harlem Renaissance Movement. In comparison to the beginning, numerous edits and additions have been made to the page that has included a tremendous ab out of information and important events that took place during such a popular era. The initial contributors to the page only defined this period as an â€Å"arts movement in Harlem, New York in the 1920s. However, later editors included information with regards to what defined the period, the transformation of Harlem into a black community, and ways the movement was used to create a new identity for blacks. The English teachers, first editors of the Wikipedia page, chose to only define the Harlem Renaissance as an artsShow MoreRelatedBrief Survey of American Literature3339 Words   |  14 Pagesor, The History of Eliza Wharton; A Novel; Founded on Fact. By a Lady of Massachusetts (1797) The Romantic period: 1820—1865 Romanticism As an approach in literary creation, romanticism is ever present in literature of all times. As a literary movement, it occurred and developed in Europe and America at the turn of the 19th century Under the historical background of the Industrial Revolution around 1760 and the French Revolution(1789—1799) Romantic vs. Neoclassic (1) Neoclassicism: - reason